Description: This is a fun project were small groups of students get to choose an animal from a list and find out everything they can about them. They will have certain questions to answer, but we really want the children to learn facts that they want to learn. Some of the required questions will be:
1) Where does your animal live? 2) Is it a herbivore (eats plants), a carnivore (eats meat), or an omnivore (eats both plants and meat)? 3) What does your animal do during the winter? a. Does it hibernate? b. Does it migrate? 4) Is your animal nocturnal? Or is it awake during the day? 5) Does your animal live in groups? What is that type of group called?
To assist the students in research, we will be having an expert come in to speak with us. Our expert is from the local zoo. They will be showing us videos of animals in their habitats so that students can see a live version of their animal and see how their animal behaves. After the students answer these questions they will have time to explore more about their animal.
Once the students feel like they have enough information about their animal, and what their animal needs, then they need to start thinking about making a zoo exhibit to showcase their animal. The zoo exhibit should have everything the animal needs, including habitat, climate, food, etc.
To present their animal, the group will create a 3D zoo exhibit using a shoe box and write a summary of what they learned about their animal. They will then present it t the class explaining what they learned and what makes their animal unique. The presentations will be video recorded, so we can archive their work. At the end of all of the presentations, the teacher will lead a discussion that will compare and contrast the similarities, as well as the differences among the animals using a smart board. (Stacey Rice)
Outcome: From this project students will be able to gain a lot. Hopefully each student will be able to gain these skills: 1) Differentiating one animal from another/finding unique characteristics about each animal 2) How to research and interpret information 3) How to re-word information for an oral presentation 4) How to work together as a group (Stacey Rice)
Curriculum Connection: According to The Oregon Department of Education’s Standard by design (Oregon Department of Education Curriculum)second grade science students should be able to compare and contrast characteristics and behaviors of plants and animals and the environments where they live.
To see the specific requirements of the Oregon Department of Education's second grade science curriculum please click on this link, specific requirements, this will take you to the document of the requirements.
Students will be learning in groups about their specific animals and the ecology of these animals and at the end of the project there will be a teacher facilitated discussion that will use all of the information the students have learned and allow them to compare and contrast this information with that of others within their class in a discussion that is lead by the teacher. The teacher should ask questions that encourage students to think about how different animals can/cannot coincide with each other in certain environments. -Caitlyn T.
Driving Question: What adaptations does your animal have that makes it successful where it lives? (Stacey Rice)
Technology: 1) Teacher presentation on a Smart board (comparing and contrasting what the students have learned) 2) Online research 3) Use of word processor 4) Video of Presentations 5) Videos viewed in classroom to aid in research (Stacey Rice)
Example of a teacher leading a discussion with a SMARTboard
Description:
This is a fun project were small groups of students get to choose an animal from a list and find out everything they can about them. They will have certain questions to answer, but we really want the children to learn facts that they want to learn. Some of the required questions will be:
1) Where does your animal live?
2) Is it a herbivore (eats plants), a carnivore (eats meat), or an omnivore (eats both plants and meat)?
3) What does your animal do during the winter?
a. Does it hibernate?
b. Does it migrate?
4) Is your animal nocturnal? Or is it awake during the day?
5) Does your animal live in groups? What is that type of group called?
To assist the students in research, we will be having an expert come in to speak with us. Our expert is from the local zoo. They will be showing us videos of animals in their habitats so that students can see a live version of their animal and see how their animal behaves. After the students answer these questions they will have time to explore more about their animal.
Once the students feel like they have enough information about their animal, and what their animal needs, then they need to start thinking about making a zoo exhibit to showcase their animal. The zoo exhibit should have everything the animal needs, including habitat, climate, food, etc.
To present their animal, the group will create a 3D zoo exhibit using a shoe box and write a summary of what they learned about their animal. They will then present it t the class explaining what they learned and what makes their animal unique. The presentations will be video recorded, so we can archive their work. At the end of all of the presentations, the teacher will lead a discussion that will compare and contrast the similarities, as well as the differences among the animals using a smart board. (Stacey Rice)
Outcome:
From this project students will be able to gain a lot. Hopefully each student will be able to gain these skills:
1) Differentiating one animal from another/finding unique characteristics about each animal
2) How to research and interpret information
3) How to re-word information for an oral presentation
4) How to work together as a group
(Stacey Rice)
Curriculum Connection:
According to The Oregon Department of Education’s Standard by design (Oregon Department of Education Curriculum)second grade science students should be able to compare and contrast characteristics and behaviors of plants and animals and the environments where they live.
To see the specific requirements of the Oregon Department of Education's second grade science curriculum please click on this link, specific requirements, this will take you to the document of the requirements.
Students will be learning in groups about their specific animals and the ecology of these animals and at the end of the project there will be a teacher facilitated discussion that will use all of the information the students have learned and allow them to compare and contrast this information with that of others within their class in a discussion that is lead by the teacher. The teacher should ask questions that encourage students to think about how different animals can/cannot coincide with each other in certain environments.
-Caitlyn T.
Driving Question:
What adaptations does your animal have that makes it successful where it lives? (Stacey Rice)
Technology:
1) Teacher presentation on a Smart board (comparing and contrasting what the students have learned)
2) Online research
3) Use of word processor
4) Video of Presentations
5) Videos viewed in classroom to aid in research
(Stacey Rice)
Example of a teacher leading a discussion with a SMARTboard
Some tips for teaching with a SMARTboard can be found at teachingwithsmartboard.comCaitlyn T.
Now get started and choose your animal from the Animal Guide!
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